Year 10 - English
Understanding ideas of identity and heritage in Mundair's 'Name Journeys'
'World and Lives'
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This pupil-friendly study guide includes a unit summary, clear notes, common mistakes, and quick questions with answers.
Unit Summary
In this unit, pupis explore 12 of the 15 poems from the 'World and Lives' anthology. Pupils complete two lessons about each poem: one on understanding and one on analysis. Pupils study the poems in a thematically linked order so they can complete comparative lessons at key points in the unit.
Lesson Summary
You will learn to understand how Mundair presents the concept of identity, heritage and migration in 'Name Journeys'.
Key Notes
- Mundair evokes the Hindu deities of Rama and Sita - possibly to emphasise the themes of isolation and mistrust.
- Mundair implies that heritage is inseparable from the concept of self and identity.
- Mundair suggests that language is a physical part of who we are that nourishes and sustains us.
- 'Name Journeys' implies that the speaker felt their language was forcibly removed when they arrived in the UK.
- Arguably, the ending of the poem implies that minority voices and their heritage are drowned out in the UK.
Vocabulary To Learn
- migration: movement of a person or people from one country, locality, place of residence, etc.
- deity: a god or goddess
- interlaced: to join different parts together to make a whole
- heritage: the history, traditions, practices, etc. of a particular country, society
- conceptual: based on ideas or principles
Common Mistakes To Avoid
- Evoking ideas of deities always means that something is positive and divine.
3 Quick Questions (With Answers)
1. Explain this English learning goal in two key points.
Mundair evokes the Hindu deities of Rama and Sita - possibly to emphasise the themes of isolation and mistrust. Mundair implies that heritage is inseparable from the concept of self and identity.
2. Define this language term and use it in a sentence. 'migration'
movement of a person or people from one country, locality, place of residence, etc.
3. Correct this common English misunderstanding.
Mistake: Evoking ideas of deities always means that something is positive and divine. Correction: While evoking deities can confer notions of divinity, we also need to consider the story behind the deity and how that story can add meaning to the narrative.
More Lessons In This Unit
- Analysing Berry's 'On an Afternoon Train from Purley to Victoria, 1955' Study Guide
- Analysing how Brontë presents nature in 'Shall earth no more inspire thee' Study Guide
- Analysing how Shelley presents ideas of suffering in 'England in 1819' Study Guide
- Analysing ideas of identity and cultural repatriation in khan's 'pot' Study Guide
- Analysing ideas of identity and heritage in Mundair's 'Name Journeys' Study Guide
- Analysing ideas of marginalisation in Parker's 'The Jewellery Maker' Study Guide
- Analysing ideas of prejudice and perception in Femi's 'Thirteen' Study Guide
- Analysing ideas of time, identity and place in Seneviratne's 'A Wider View' Study Guide
- Analysing ideas of voice and identity in Berry's 'Homing' Study Guide
- Analysing mankind and nature in Wordsworth's 'Lines Written in Early Spring' Study Guide
- Analysing oppression and pessimism in Eliot's 'In a London Drawingroom' Study Guide
- Analysing the concepts of strength and resistance in Dharker's 'A Century Later' Study Guide
- Comparing ideas of identity in 'pot', 'The Jewellery Maker' and 'Homing' Study Guide
- Comparing ideas of place in 'In a London Drawingroom' and 'A Wider View' Study Guide
- Comparing ideas of temporality in 'England in 1819' and 'A Century Later' Study Guide
- Comparing liminality, physicality and voice in AQA Worlds and Lives poetry Study Guide
- Comparing Wordsworth and Brontë's views on nature Study Guide
- Exploring connections and ideas across the AQA Worlds and Lives anthology Study Guide
- Exploring ideas of voice and identity in Berry's 'Homing' Study Guide
- Planning a written response on the AQA Worlds and Lives anthology Study Guide
- Understanding Berry's 'On an Afternoon Train from Purley to Victoria, 1955' Study Guide
- Understanding connections between identity and artefacts in khan's 'pot' Study Guide
- Understanding heritage and marginalisation in Parker's 'The Jewellery Maker' Study Guide
- Understanding how Brontë presents nature in 'Shall earth no more inspire thee' Study Guide
- Understanding how Eliot presents London in 'In a London Drawingroom' Study Guide
- Understanding how Shelley critiques powerful institutions in 'England in 1819' Study Guide
- Understanding ideas of power imbalance in Femi's 'Thirteen' Study Guide
- Understanding ideas of time, identity and place in Seneviratne's 'A Wider View' Study Guide
- Understanding ideas of youth and education in Dharker's 'A Century Later' Study Guide
- Understanding mankind and nature in Wordsworth's 'Lines Written in Early Spring' Study Guide
- Writing a comparative response on the AQA Worlds and Lives anthology Study Guide
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